Transitional Bilingual Education (TBE) and Transitional Program of Instruction (TPI) Requirements &
BPAC
Division of English Language Learning
September 2016
Illinois State Board of Education
TBE and TPI Programs
Overview • Purpose of services for ELs
• Transitional Bilingual Education (TBE) and Transitional Program of Instruction (TPI)
• Full-time and part-time TBE components
• Program models for TBE and TPI services
• Other requirements for programs
• Meeting the needs of students whose parents have refused services and students who meet the criteria for English language proficiency
• Bilingual Parent Advisory Committee
TBE and TPI Programs
Purpose of EL Programs • Increasing English language proficiency through ESL
– "English as a Second Language" or "ESL" means specialized instruction designed to assist students whose home language is other than English in attaining English language proficiency. ESL instruction includes skills development in listening, speaking, reading, and writing.
• Content area learning
– Native language instruction
– Sheltered instruction
TBE and TPI Programs
TBE:
Transitional Bilingual Education
Required when there are 20 or more ELs from the same language
background in school (preschool is counted separately). May be offered
to fewer than 20 ELs
English as a Second Language (ESL) and instruction in English and in the
home language in core academic subjects
TPI
Transitional Program of Instruction
The school has an option to offer these services instead of TBE when there are 19 or fewer ELs from the
same language background at school (preschool is counted separately)
District / school locally determined: The program usually offers at least English as a second language (ESL),
and native language support as needed
TBE and TPI Programs
Illinois state rules Program model • In both TBE and TPI, different program models used based
on students’ needs • TBE: native language component required
– Full-time TBE: requiring native language instruction in all core subjects language arts, math, science, and social studies; ESL
– Part-time TBE: available to students who meet the part-time criteria and would benefit from receiving only some components of the full-time program, based on the students educational needs; at least ESL
ELs with disabilities must be provided both the language assistance and disability-related services to which they are entitled under Federal law.
TBE and TPI Programs
TBE/TPI: Components vs. “minutes”
“Time” is related to grant allocation: state TBE/TPI funding is based on the number of ELs who receive at least moderate or high level of service. For students in 1st – 12th grade:
• One level of funding for 5 or more periods per week
• Higher funding for 10 or more periods per week
*a period is equal to however a district defines “a period” (e.g. if distinct periods are used, or a block schedule where each block consists of 2 or 3 periods) or at least 30 minutes if not defined by
district
TBE and TPI Programs
TBE: Full-time and Part-time Components
Full-time TBE
•English as a Second Language (ESL)
•Instruction in both English and native language for core academic subjects at school (language arts, math, science, and social studies)
•Instruction in the history and culture of the country, territory, or a geographic area which is the native land of the students or of their parents and in the history and culture of the United States
Part-time TBE
•English as a Second Language (ESL)
•Components of a full-time program that are selected for a particular student based upon an assessment of the student’s educational needs. Daily instruction in English and in the home language as determined by student’s needs.
TBE and TPI Programs
Criteria Part-time TBE (part 1): • Specific scores on ACCESS (English proficiency assessment) or English language
proficiency screener as determined by the state and can be found on our website. The current cut-off scores are:
• In kindergarten: at least 4.0 Oral composite score. In the older grades: at least 3.5 literacy composite score .
English Proficiency
Levels
• A native language proficiency test documents that the student has minimal or no proficiency in the home language
• Parents confirm that English is the primary language spoken at home
Native Language
Proficiency
• Grades, teacher recommendations, and State and local assessment results in the previous school year indicate that the student has performed at or above grade level in one or more core subject areas (i.e., reading, English language arts, mathematics, physical sciences, social sciences) that were taught exclusively in English
Academic Performance in Subjects Taught
in English
• Any student in a departamentalized setting whose student grades, teacher recommendations AND State or local assessment results in the previous school year indicate that the student has performed at or above grade level in at least two core subject areas that were taught in a U.S. school in the student’s native language or via sheltered instruction in English.
Academic Performance
TBE and TPI Programs
Criteria Part-time TBE (part 2):
• Any student with a disability whose Individual Education Plan (IEP) developed in accordance to state rules identifies part-time TBE as the least restrictive environment for the student
Students with
Disabilities
• The limited use of native language instruction is permissible for a student whose native language has no written component or one for which written instructional materials are not available. Oral native language instruction or support should be provided based on the student’s needs.
Limited Native
Language Instruction
• The parents wrote a letter to the school waiving enrollment of their child in "Full-time TBE" and expressing a preference for "Part-time TBE"
Parental Preferences
See an example of a Part-Time TBE Placement Rationale form:
http://www.isbe.net/bilingual/htmls/forms-and-notifications.htm
TBE and TPI Programs
TPI
TPI
•English as a Second Language (ESL)
•Native language support or instruction, to the extent necessary
•Components of TBE services, as needed
TBE and TPI Programs
What is ESL? • ESL must be a component of ALL approaches and
program models.
• There is no single definition of ESL.
• ESL must be aligned to WIDA standards and must address all standards.
• ESL versus ELA – this is a common misconception.
– Look at WIDA ELD versus CCSS ELA standards
ESL = deliberate language instruction
TBE and TPI Programs
Examples of Program Models
• Two-way Dual Language
• One-way Dual Language
• Transitional Bilingual Program (Self-contained)
• Transitional Bilingual Program (Pull-out/Push-in)
• Sheltered-instruction + ESL (Self-contained)
• Sheltered-instruction + ESL (Differentiation/Pull-out/Push-in)
• ESL only
TBE and TPI Programs
Examples of TBE services
• Two-way Dual Language • One-way Dual Language • Transitional Bilingual Program (Self-contained) • Transitional Bilingual Program (Pull-out/Push-in) • Sheltered-instruction + ESL (Self-contained)* • Sheltered-instruction + ESL (Differentiation/Pull-
out/Push-in)* • ESL only* *Native language support must be available
Full-time
TBE
Part-time
TBE
TBE and TPI Programs
Examples of TPI services
• Two-way Dual Language • One-way Dual Language • Transitional Bilingual Program (Self-contained) • Transitional Bilingual Program (Pull-out/Push-in) • Sheltered-instruction + ESL (Self-contained)* • Sheltered-instruction + ESL (Differentiation/Pull-
out/Push-in)* • ESL only* *Native language support must be available to the extent necessary
TPI
TBE and TPI Programs
Required Components of a Program(228.30) • Curriculum aligned to standards
– English Language Development Standards – Spanish Language Arts Standards
• 90% Student-teacher ratio for self-contained classroom; • Placement with students of approximately same age and
grade; appropriate differentiated instruction for multi-grade classes
• Participation in subjects in which language is not essential to understanding with English-speaking peers
• Comparable facilities • Course credit • Extracurricular activities
TBE and TPI Programs
Meeting the Needs of Students Who Opt Out of EL Programs or Particular Services
• All EL students are entitled to services. Parents may, however, choose to opt their children out of a school district’s EL program or out of particular EL services within an EL program.
• School districts may not recommend that parents opt out for any reason. Parents are entitled to guidance in a language that they can understand about their child’s rights, the range of EL services that their child could receive, and the benefits of such services. School districts should appropriately document that the parent made a voluntary, informed decision to opt their child out.
• A school district must still take steps to provide opted-out EL students with access to its educational programs, monitor their progress, and offer EL services again if a student is struggling.
U.S. Department of Justice, Civil Rights Division U.S. Department of Education, Office for Civil Rights
TBE and TPI Programs
Monitoring EL Students Exited from EL Programs
• School districts must monitor the academic progress of former EL students for at least two years to ensure that students have not been prematurely exited; any academic deficits they incurred resulting from the EL program have been remedied; and they are meaningfully participating in the district’s educational programs comparable to their peers who were never EL students (never-EL peers).
TBE and TPI Programs
U.S. Department of Justice, Civil Rights Division U.S. Department of Education, Office for Civil Rights
Bilingual Parent Advisory Committee
Districts that are required to have a TBE program must have to have a Bilingual Parent Advisory Committee (BPAC)
• Consists of a majority of bilingual program parents and guardians, and includes TBE teachers, counselors and community leaders
• Gives recommendations to program
• Majority of members are parents/guardians of children in the program
• Membership representative of the languages served
TBE and TPI Programs
Bilingual Parent Advisory Committee
The Parent Advisory Committee will: 1. Meet four times per year 2. Keep minutes of meetings 3. Review bilingual program application to ISBE 4. Receive training from the district to make informed
decisions 5. Participate in planning, operation and evaluation of
programs. 6. After forming, the committee operates
autonomously, including the election of officers and the establishment of internal rules and procedures
TBE and TPI Programs
Division of English Language Learning http://www.isbe.net/bilingual/default.htm
(312) 814-3850
TBE and TPI Programs